Harvard Educational Review, Volume 36Howard Eugene Wilson Harvard University, 1966 "The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 351
... teachers were asked to respond by indicating the extent ( from " Always " to " Nev- er " ) to which their principal engages in the behavior described in the item . In analyzing the EPL scores ob- tained from teachers for each of the 175 ...
... teachers were asked to respond by indicating the extent ( from " Always " to " Nev- er " ) to which their principal engages in the behavior described in the item . In analyzing the EPL scores ob- tained from teachers for each of the 175 ...
Page 352
... teachers ' perceptions of the value or quality of the principal's efforts ( e.g. , the principal gives con- structive suggestions , displays strong in- terest , and makes teachers ' meetings valuable ) . The teachers ' responses to the ...
... teachers ' perceptions of the value or quality of the principal's efforts ( e.g. , the principal gives con- structive suggestions , displays strong in- terest , and makes teachers ' meetings valuable ) . The teachers ' responses to the ...
Page 353
... Teacher Performance Measure . In measuring the performance of teachers , Gross and Herriott relied solely on teachers ' estimates of the percent of teachers in their building " who do textbook teaching only , " " do every- thing ...
... Teacher Performance Measure . In measuring the performance of teachers , Gross and Herriott relied solely on teachers ' estimates of the percent of teachers in their building " who do textbook teaching only , " " do every- thing ...
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